SESSION PLAN Geography

YEAR GROUP:
5/6 / NO. OF CHILDREN:
19 / ORGANISATION OF CHILDREN:Whole class, pairs, small groups
SUBJECT/AREA OF LEARNING (PNS/NC)
Geography – Coasts Unit 23, Lesson 1
NC 1a, 2a, 2c, 2d, 3c, 4b / DATE:Monday 19th January 2009 / SESSION BEGINS:1300
SESSION ENDS:1445
LEARNING OBJECTIVE(S): / SUCCESS CRITERIA (DIFFERENTIATED AS APPROPRIATE):
I know what sea defences are and what they do.
I can name different sea defences.
I know the advantages and disadvantages of sea defences.

ASSESSMENT PLANS:

WHO are you assessing? / WHAT are you assessing? / HOW are you assessing?
Observation and discussion with chd. / WHEN are you assessing?
Throughout lesson –through observation, discussion.
After lesson – class list of criteria and marking of worksheets / WHO is making the assessments?
Class teacher and TA
PRIOR LEARNING (what do the children already know?)
Chd have had one lesson relating to the coast and what it is.
Chd have also had a lesson relating to coastal erosion and the process of erosion and deposition. / WHAT DO I NEED TO PREPARE/COLLECT BEFORE THE LESSON?
Smartboard Powerpoint presentation
Video x2 (Primary espresso)
Sand tray, pebbles, and, water, jugs/cups
Internet - ICT
Worksheets – key questions
ORGANISATION OF OTHER ADULTS(Specify who, what they will be doing and how you will inform them of their role)
Who?TA
Doing what?Assisting lower ability group. Using TA lesson outline provided
USE OF ICT (if appropriate) / CROSS CURRICULAR LINKS
Geography
SPECIAL CONSIDERATIONS, INCLUDING HEALTH AND SAFETY, BEHAVIOURAL ISSUES, TIMETABLE ISSUES, ETC
Special care to be taken when using the sand and water tray – messy and possible hazard with electrical equipement in classroom – ensure safe area used.
LEARNING OBJECTIVE (in child friendly terms)
To understand how we can prevent coastal erosion. / KEY VOCABULARY
Erosion, deposition, longshore drift, groynes, seawalls, harbour, human management, sustainable, cliffs, stacks, stumps, undercut
Time / Children’s activities to meet learning objectives (differentiated where appropriate)
Discuss…Investigate…Share…Watch…Note…Write
Listen…Respond….Explain…Read…Explore…etc. / How will I and other adults support, manage and assess learning? (including key questions)
Explain….Demonstrate….Model….Ask…Observe…
Discuss….Enable….Target…etc. / Resources
Introduction /context of the lesson / 1305
1310. / Remind the children of thelast Geography lesson relating to coastal erosion. What can we remember – what did we find out. Ask chd to discuss ideas with their talking partners. Ask class what they remember and discuss as a whole class.
Let chd watch the video relating to coasts and erosion and discuss any key things we may have missed from our discussion. / Smartboard
Whiteboards
Video
Main Teaching input / 1310 - 1325 / Pose the questions what can be done to prevent coastal erosion?
Ask chd to discuss with their talking partners about what can be done. Does anyone have any suggestions?
Show chd the photographs and ask the questions –what is it called, what does it do? Has anyone seen this before at the coast? Talking partners to discuss.
Watch the video with the chd and discuss. Did they see or hear anything about coastal defences? / What do we know, what should we find out? / Smartboard
Whiteboards
Activities
(differentiated as appropriate) / 1330 / Chd to work in small groups. Possibly split year 5 and 6.
One group on the computers using the internet to find out about sea defences to complete their worksheets: looking at what sea defences are, what they do, advantages and disadvantages. Websites provided and powerpoint ready set up for chd to use.
The other group to use the sand and water trays to make a sea wall using pebbles and sand in a sand tray and to see how the water can still penetrate through. (VAK)
Explain that the water flows through any gaps it can find between sand, stone, pebbles etc. If there is a large gap and the water is moving quite slowly it may all pour through this gap and leave the rest of the ‘wall’ standing BUT sea walls need to be uniformly strong as just one weakness could allow a small gap to be created and water will flow through. There are smaller gaps between each grain of sand than between pebbles and stones BUT if there is more energy in the waves, then smaller sand particles will get moved more easily up and across the shore (Long Shore Drift).
Swap the grps over half way through the lesson. / Focus groups: Who will be working with which group?
TA with Lower ability
Teacher with other groups
Observe chd discussing ideas and suggestions.
Ensure that they complete as much of their worksheets as possible. / Worksheet to assist in creating their ideas:
ICT
Sand, Water, pebbles, trays and worksheet
Chd to draw what happened.
Plenary / 1430 / What have we learnt today? What was our success criteria?
What did we find out?
Can we name different sea defences?
What are the advantages of sea defences?
Did we find out any disadvantages of sea defences?
Look back at the photographs from the start of the lesson can we all say what they are and what they do? / Smartboard
Worksheets
EVALUATION OF LEARNING:
What was the impact of your teaching on the children’s learning? / EVALUATION OF TEACHING:
What went well and why?
What could have been improved and how?

Name: ...... Date: ......

Sea Defence / How it prevents coastal erosion / Advantages / Disadvantages / Source of information (Internet, Book, Worksheet)

Sea Walls

You will need:

Large tray or container, at least 20 cms deep and a minimum of 40 cms across

Large plastic mat/ newspaper to put underneath the tray

Water

Sand/ pebbles/ small stones etc (each group must use the same quantities)

  1. Your task is to build a ‘sea wall’ of sand and pebbles that will withstand a ‘rising tide’ for as long as possible!
  2. Your sea wall must stretch from one side of the shortest side of the container/ tray to the other
  3. It can be whatever height, width, depth etc as you think appropriate.
  4. Once built, an independent judge (your teacher or other adult) should slowly pour a jug of water into the tray, followed by another and another until your wall has collapsed or the tray is full!!!
  5. Note the following:
  6. How long before water begins to seep through onto the other side of the tray
  7. How much, if any, sand flows out through the other side?
  8. What part of the wall collapses first? Why do you think this is?
  9. Is there any relationship between the size of the pebbles and stones and how quickly the water seeps through?
  10. Does any of your wall stay standing? Which parts? Why is this?
  11. Is there a relationship between how wet the sand and pebbles are and how quickly or slowly things happen?

How does this relate to a real coast?

Water flows through any gaps it can find between sand, stone, pebbles etc. If there is a large gap and the water is moving quite slowly it may all pour through this gap and leave the rest of the ‘wall’ standing BUT sea walls need to be uniformly strong as just one weakness could allow a small gap to be created and water will flow through. There are smaller gaps between each grain of sand than between pebbles and stones BUT if there is more energy in the waves, then the smaller sand particles will get moved more easily up and across the shore (Long Shore Drift).